Documente Academic
Documente Profesional
Documente Cultură
Department for Education and Employment Sanctuary Buildings Great Smith Street Westminster London SW1P 3BT Crown copyright 2000 Produced by the Department for Education and Employment Extracts from this document may be reproduced for non-commercial or training purposes on the condition that the source is acknowledged. www.dfee.gov.uk
Contents
Introduction to Key Stage 3 Literacy Progress Units Introduction to Unit 3: Spelling xv v
Session plans
1 2 4 6
8 9
3.3b Syllabification (2) words of three or more syllables 3.4a Suffixes: adding -ly 10 11 12 14
3.5b Analogy and letter strings -ice, -ight and -eight 3.6a Vowel suffixes -ible and -able 3.6b Analogy and letter string -ough 3.7a Vowel suffixes -al, -ary and -ic 3.7b Look / cover / write / check 16 18 20 21 22
26
29 30 32 34
3.11b Root words from other languages (1) 3.12a Antonym prefixes (2) ir-, im- and il3.12b Root words from other languages (2) 3.13a Doubling consonants (1) 3.13b Words within words (1) 3.14a Doubling consonants (2) 3.14b Word webs 40 41 42 43 44 35 36 38
3.15a Doubling consonants (3) 3.15b Words within words (2) 3.16a Unsounded consonants 3.16b Unstressed vowels (1) 3.17a Homophones (1) 46
47
48
50 52 54
3.20a Apostrophes (2): its and its 3.20b Choosing a strategy (2) 3.21a Using a dictionary 57 58 56
Support materials Session 3.1 Session 3.2 Session 3.3 Session 3.4 Session 3.5 Session 3.6 Session 3.7 Session 3.8 Session 3.9 Session 3.10 Session 3.11 Session 3.12 Session 3.13 Session 3.14 Session 3.15 Session 3.16 Session 3.17 Session 3.18 Session 3.19 Session 3.20 Session 3.21 60 63 68 70 72 74 77 80 82 85 86 88 93 97 100 103 108 110 113 117 118
59
121
Evaluation form
iv
Unit 3: Spelling
their peers by achieving level 5 or above at the end of year 9. Public indications of progress towards such aspirations will be provided through the end of year 7 progress tests in 2001 for pupils who entered secondary school below level 4. The progress tests will be used in all pilot schools.
vi
Unit 3: Spelling
Introduction
vii
The units are based on the teaching principles and practice which have proved their worth through the National Literacy Strategy. Central to the approach in Literacy Progress Units is a movement from demonstration to independence in small secure steps. The small-group context allows the teacher to be aware of how effectively pupils are applying that which has just been taught, and to intervene at the moment of maximum impact. There are six units, each of 21 sessions. Each session takes 20 minutes and usually includes: s building on prior knowledge s linking writing with speaking and listening and reading s a highly interactive approach s an emphasis on teacher modelling s gradual drawing in of pupils with scaffolded activities s building pupil confidence through supported application s consolidation of individual learning through revision and reflection s a deliberately fast pace s a sense of delight in language s opportunities for next steps. The Spelling unit is an exception in that instead of a single 20-minute session there are two 10-minute sessions, one focusing on a rule and one on a strategy. The teaching sequence which underpins every session is: Remember Model Try Apply Secure Next Identifying prior knowledge and key objectives Teacher demonstration of process Shared exploration through activity Scaffolded pupil application of new learning Consolidation through discussion/activity Development possibilities, including homework
Units have been written for the adult who is delivering them, but few sessions are scripted verbatim since the teachers own words will often be the best. For the purposes of evaluation through the Pilot, it is important that colleagues follow the session suggestions as closely as possible. Learning from mistakes One of the teachers permanent aims should be that pupils self-esteem is enhanced by Literacy Progress Unit sessions. We want pupils to be confident enough to take risks, but we also need to tackle errors so that they can learn from their mistakes. The small-group situation envisaged for Literacy Progress Units offers particular opportunities for insecure learners: it is highly interactive and creates a close community of learners who come to trust each other enough to be honest with each other. The teaching sequence is designed to scaffold success for all, and the steps between the learning activities are small enough to allow little mistakes to be picked up so naturally and quickly that no-one needs to make a big mistake. This means intervening early to correct errors, not allowing them to become embedded.
viii
Unit 3: Spelling
Ways of avoiding counter-productive pressures on pupils include: s Establishing that we all make some mistakes, and that they are usually valuable starting points for learning; s Giving clear guidance over tasks and timing; s Allowing sufficient thinking time; s Using pair work to avoid individual embarrassment; s Giving pupils strategies for signalling uncertainty and creating a not sure option; s Using supportive body language; s Rewarding and commenting on positive behaviour, rather than noticing only negative behaviour; s Being clear about errors, and not dodging the issue; s Unearthing underlying misconceptions; s Going back a stage when necessary to model and explain first principles; s Always preserving the pupils dignity as well as the teachers. Staffing In many schools the units will be taught by support staff as well as by teachers or librarians. The Government has provided funding for an increasing number of teaching assistants in secondary schools, and the style of the units reflects an expectation that in many schools the teaching will be done by a teaching assistant, working with a group of around 6 pupils. The unit authors have therefore tried not to take subject knowledge for granted, and have been deliberately explicit about terminology and pedagogy. Schools are recommended to have training sessions for the colleagues involved, prior to the introduction of the units, and to ensure that there is time for liaison between those teaching mainstream lessons and those delivering the Literacy Progress Units. Pupils The target group for Literacy Progress Units is pupils who have attained level 3 in English and are working towards level 4. The proportion of pupils in that category varies so widely across schools that the decision whether or not to use a particular unit with a pupil must rest with the school. It will depend on the diagnosis of individual need, based on the analysis of Key Stage 2 results and evidence from a pupils current work. It might be appropriate for some pupils to tackle six units during a school year, since the whole suite of units constitutes a powerful preparation for level 4, whilst others, who have reached level 4 in reading, might need only the units which will help them to improve their writing. Guidance on preliminary assessment is given in Appendix 1 of this Introduction, and more detailed diagnostic guidance accompanies each unit. Preparation Each session needs careful preparation in advance, since many of them depend on games or resource sheets which need to be at hand in the session to avoid slackening the pace. The timing of the sessions has such momentum that there is no time for finding or making resource materials. Many sessions need an OHP or a flipchart with the necessary accessories. The support materials are all photocopiable and there is always a list of the materials needed for a particular session. This means that careful storage of cards and other materials for future use is a good investment of time. Some units need posters and pupil response sheets available for a series of sessions if the learning opportunities are to be optimised. These need to be prepared in advance.
Introduction
ix
Location Sometimes it is the places fault, but that should not happen. It is not fair to the pupils, the teachers or to the materials if problems arise, not because of what is being taught, but where it is being taught. Many schools, in their planning for Literacy Progress Units, have ensured that they can take place in suitable situations. For example, they have arranged for pupils to be seated in an arc around the teacher in a way that maximises face-to-face contact and ensures that no pupil has to see a text upside down.
P P P
P T
P P P
P P P
T
Parents Parents have the right to know what is happening to their children and why. It is important to inform and involve parents as much as possible by providing information about Literacy Progress Units and (possibly) holding an open evening when methods can be demonstrated and questions answered. Some sessions include tasks or activities that are best done as homework.
Unit 3: Spelling
Using evidence from pupils work If Key Stage 2 evidence is not available, an alternative is to use a pupils current work as the basis for a rapid diagnostic assessment of strengths and weaknesses. The statements below are drawn from QCAs analysis of pupils who gain level 3 at Key Stage 2, and of what they need to do to improve. Teachers can assess a particular pupils pattern of need by using current performance to identify the key characteristics of pupils needing Literacy Progress support to enable them to reach level 4. If the answer to five out of the six questions on the accompanying proforma is Yes, a pupil is unlikely to need Literacy Progress Units for that particular attainment target. Where the answer is No, that indicates the need for unitspecific assessment to determine the suitability of a particular Literacy Progress Unit for a particular pupil.
Introduction
xi
Characteristic Writing Uses full stops, capital letters and commas with a reasonable degree of accuracy in longer sentences. Has a repertoire of sentence structures which includes subordination as well as coordination. Organises texts appropriately in ways other than chronological. Handles paragraphing with reasonable success in a range of text types. Is secure in making correct vowel choices. Applies knowledge of spelling conventions, e.g. consonant doubling. Reading Can identify the overall patterns across a text, such as sequence or use of illustrations. Is able to generalise appropriately from two or three instances. Can see connections between different parts of a text even if they are not obvious. Understands the features and functions of page layout and organisation in non-fiction texts. Can make clear references to the text to support their ideas. Can identify the purpose and potential readers of a text.
Yes/No
Sentences
Reading Between the Lines and/or Information Retrieval Reading Between the Lines and/or Information Retrieval Reading Between the Lines and/or Information Retrieval Information Retrieval
Reading Between the Lines and/or Information Retrieval Reading Between the Lines and/or Information Retrieval
xii
Unit 3: Spelling
Introduction
xiii
The role of teaching assistants The number of teaching assistants in secondary schools is rising, since the Government has recognised and welcomed the increasingly important contribution that teaching assistants are making to raising standards in secondary schools. Funding for teaching assistants in secondary schools has been increased substantially through the Standards Fund, as part of the Governments commitment to provide an additional 20,000 (full-time equivalent) assistants for schools by 2002. There are nevertheless considerable variations in the quality of support and training for teaching assistants, and in the effectiveness with which they are deployed. Each school should have an agreed policy on the role of teaching assistants. This policy should include provision for training and for shared planning time. The Literacy Progress Units have been written specifically for teaching assistants. This is reflected in the style and in the use of terminology. If a teaching assistant (or anyone else) is to deliver Literacy Progress Units effectively, that person will need to: s Feel confident about working with groups of year 7 pupils; s Be familiar with the Framework for Teaching English in Years 79; s Be willing to plan and prepare with other colleagues; s Have the necessary skills and knowledge to understand and deliver the materials; s Prepare sessions in advance; s Know and relate to the pupils. Shared discussion over implementation is essential. It is good practice to involve a wider group of colleagues (including the Head of English and the SENCo) in discussion of how the materials will be introduced and evaluated.
xiv
Unit 3: Spelling
Try
Apply
Secure Next
The challenge facing a speller is very different from the challenge facing a reader. Spelling is a letter-by-letter act which involves a set of conscious choices not required in reading. There are no perfect spelling rules, but there are conventions that can help pupils to make informed choices, and English spelling is regular enough to repay systematic teaching. In David Crystals words, taken from his Encyclopedia of the English Language, pupils may be given spellings, but they are not generally told why spellings are as they are, or about how these spellings relate to the way words are pronounced. Without such a perspective, spelling becomes a vast, boring and time-consuming memory task. By contrast, the pace of these sessions is such that there is no time to be bored, and each step in the learning process is small enough to be coped with successfully. Underpinning the activities is a conviction that learning about spelling needs to be enjoyably interactive, and to be focused on specific objectives. We need to do more than just to give pupils words to spell: we need to give them strategies which improve their individual spelling and help them to understand why English spellings are as they are. Sessions are linked with a pupil workbook or Spellofax which should be put in a folder or ring binder. The Spellofax enables pupils to build a cumulative record of their learning through a sequence of Spelling Challenges, and it can become a point of future reference across the curriculum. The Spellofax
Crown Copyright 2000
Introduction
xv
includes a page for collecting stickers which can be given out to each pupil on successful completion of the Spelling Challenges. These Spelling Challenges are included in sessions or can be extension tasks for them. (Suitable stickers, e.g. Well done! could be purchased by schools from their educational supplies wholesaler.) Throughout the unit there are references to spelling buddies. Having partners encourages collaborative learning, and a sense of belonging to a spelling club. It is not envisaged that spelling buddies should remain constant throughout the unit, and it is preferable if pupils work with different partners during the unit. That way they move towards independence as learners, rather than being dependent on the teacher or on a particular partner. A fundamental principle, stated long ago by Vygotsky, is common to all the Literacy Progress Units: what pupils can do in co-operation today, they can do for themselves tomorrow. All the sessions require preparation, but some require more preparation than others. For example, the words which are used in some sessions need to be enlarged before they are photocopied on cards, and there is no time to do such things during sessions. It is helpful if pupils have access to dictionaries which they can use at home, as well as at school, when working on Spelling Challenges. Phonemes are indicated as follows:
Consonants /b/ /d/ /f/ /g/ /h/ /j/ /k/ /l/ /m/ Vowels /a/ /e/ /i/ /o/ /u/ /ae/ /ee/ Representative words baby dog field, photo game hat judge, giant, barge cook, quick, mix, Chris lamb monkey, comb Representative words cat peg, bread pig, wanted log, want plug, love pain, day, gate, station sweet, heat, thief, these Consonants /n/ /p/ /r/ /s/ /t/ /v/ /w/ /wh/ /y/ Vowels /ie/ /oe/ /ue/ /oo/ /ar/ /ur/ Representative words nut, knife, gnat paper rabbit, wrong sun, mouse, city, science tap van was where (regional) yes Representative words tried, light, my, shine, mind road, blow, bone, cold blue, moon, grew, tune look, would, put cart, fast (regional) burn, first, term, heard, work Vowels /or/ /au/ /er/ /ow/ /oi/ /air/ /ear/ Representative words torn, door, worn (regional) haul, law, call circus, sister down, shout coin, boy stairs, bear, hare fear, beer, here Consonants Representative words /z/ /th/ /th/ /ch/ /sh/ /zh/ /ng/ zebra, please, is then thin chin, watch ship, mission, chef treasure ring, sink
xvi
Unit 3: Spelling
Introduction
xvii
The principles behind the unit are apparent in the annotated version of a session plan
Unit 3
Session 15
Session 3.15a
Objectives
s
Key terms Consonant: letter which is not a vowel. Vowel: a, e, i, o, u and occasionally y.
specific objectives
To learn that if there is a single consonant after a short vowel you double that when adding word endings. If there are two consonants after the short vowel do not double when adding word endings.
s s s
Pupils Spellofaxes and stickers. Whiteboards and pens. Word list for doubling activity (PCM 15a). Text (PCM 15b). Six dictionaries. Spelling challenge 15.
Remember
s
Time: 1 minute
Refer to spelling challenge 14 and check understanding of doubling after a short vowel. Tell pupils the objectives for the session.
Model
s
Time: 2 minutes
Write up sip and mark. Add -ing and -ed to both words and point out the rule.
Try
s
Ask pupils to write words on whiteboard, adding -ing and -ed: drag, land, ship, lift. Check understanding of the rule that a single consonant is doubled when an ending is added.
scaffolded support for pupils detailed guidance for person delivering the session consolidation of learning
Apply
s
To double or not to double? That is the question. Give pupils list of words in PCM 15a. Ask them to add correct ending: -er, -ed or -ing.
Secure
s
As text PCM 15b is read aloud, ask pupils to highlight doubled (not double) consonants on their copies. (e.g. committing, forgetting, signalling.)
Next
s
Check on highlighting and praise positive achievement. Refer to spelling challenge for session 3.15.
Notes
s
Where words already end with a double consonant (for example, putt, spill) leave them alone when adding -ing or -ed.
takeaway possibilities
Crown Copyright 2000
xviii
Unit 3: Spelling
Unit 3
Session 15
Session 3.15b
materials needed
Objectives
s
Key terms Dictionary: an alphabetically arranged book explaining word meanings, usage and word origins.
Materials
s s s
Remember
s s
Time: 1 minute
Remind pupils of other words within words from previous sessions. Check pupils word webs.
Model
s
Time: 2 minutes
Show pupils how useful it is to recognise words within words to remember spellings of longer words. Use: comfortable, grandfather, temperature.
Try
Time: 2 minutes
Spelling quiz: beat the clock. Ask pupils how many words can be found in the word mythological. Remember to get the letters in the right order.
Apply
s
Time: 2 minutes
a touch of fun through game-like activities a learning sequence of deliberately small steps consolidation of learning
Secure
s
Time: 2 minutes
Ask each pupil to nd three words, with more than one word in them. Use dictionaries. (e.g. grandmother, everywhere, nobody.)
Next
s
Time: 1 minute
Notes
takeaway possibilities
42
Unit 3: Spelling
Introduction
xix
NO
YES
Can the pupil spell all but one of these words: enemy, favourite, families, journeys, hospital, knives, photograph?
NO
YES
This unit could be of benefit, but it may be more effective to diagnose and deal with the specific aspects of spelling which are causing difficulties.
YES
Can this pupil spell all but one of these words: thought, writing, clock, hopeful, stopped, because, heart?
NO
YES
Can this pupil spell all but one of these words: sleep, day, moon, new, fight, make, hoping, crawl?
NO
The unit may be of benefit, but it may be better after the Phonics unit rather than before it.
xx
Unit 3: Spelling